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Performance can be propped up by predictability and current cues that are present during the lesson but won’t be present when the information is needed later. This can make it seem that a student is making rapid progress but there may not actually be any learning happening.

Learning occurs but performance in the short term doesn’t improve, or…Performance improves, but little learning seems to happen in the long term.

represent, change context etc.

Threshold concepts?

Interference vs inhibiition??Items we’ve not practised retrieving are more likely to be forgotten in the short term but are more likely to be ‘learned’ in the long term

We respond to familiar cuesIf you take a test in the room in which you’ve learned you’ll do better – but much worse in an unfamiliar settingBut, if you learn in lots of different configurations, you’ll do better in tests

• But “as learning occurs,
so doesforgetting……learning takes time and is notencapsulated in the visible here-and-now of classroom activities.”Graham Nuthall, The Hidden Lives of LearnersThe input/output myth

Rapid progress preventssustained progress• The
higher the retrieval strength, thesmaller the gains from additional study orpractice• Forgetting creates the likelihood ofincreased learning• If learning is difficult, retrieval strength willdecrease in the short term but willincrease in the long term